Тиллар ўҚитиш методикаси ва таълим технологиялари

PRACTICAL LESSON 16
EXTRACURRICULAR ACTIVITIES IN ENGLISH
Learning Outcomes
By the end of the session participants will have:
 become aware of and explored principles of teaching young learners
 practised some activities for young learners
Key Learning Points
 Teaching young learners differs from teaching grown-ups.
 The useful methods of teaching young learners are: TPR, meaningful drilling, frequent change of activities.
Preparation: Do necessary preparations for activities 2, 3, 5
1. Lead in
Objective: to help participants guess the topic of the session
Time: 5 minutes
Materials: the board, flipchart, markers
Interaction: plenary
Procedure:
 Write on the board a phrase YNG LRNRS and say that you forgot to write vowels in the phrase. Ask participants to add these vowels to get the topic of the session (Young learners).
 When participants have guessed the topic of the session, ask them:
- Who are young learners? Do you teach them in the same way as older pupils? Why, why not?
Answer Key: Learners of approx. 6 –12 years old.
 Accept participants’ ideas, do not comment at this stage.
2. The ABC
Objective: to demonstrate two activities to check the alphabet
Time: 15 minutes
Materials: 2 fly swatters, a poster with flies, Handout 1
Interaction: plenary
Preparation: for activity 1 on flipchart draw flies big enough for participants to see the letters which should be written inside the flies (each fly has one letter)
Procedure:
Stage 1.
 Ask participants what they teach young learners.
Possible answers: Sounds, simple words and sentences, rhymes, alphabet.
 Say that the alphabet is one of the first steps learners take in English. Ask participants how they check if their pupils know the alphabet. Ask some volunteers to share their experience.
 Say that one of the ways to check the alphabet is the game called ‘Swat a fly’. Say that participants will act as young learners. Two volunteers will come to the poster with flappers, the rest will start buzzing. Whenever you say a letter the volunteers should swat the fly with this letter. The class will stop buzzing when one of the volunteers ‘swats’ the correct fly.
 Check understanding of the instruction. Ask some pairs of volunteers to swat flies.
 After you finish the game ask participants the following questions:
1) Did you like the activity? Why, why not?
2) Will your pupils like the activity? Why, why not?
3) What are advantages of this activity?